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While agriculture is a major source of employment, it is notable that youths in developing countries are unemployed. In Kenya, agriculture is taught in the 8-4-4 syllabus and in the current competency-based curriculum. Despite the above facts, Kenya still requires human resources to drive the agricultural sector. The purpose of this study was to examine trends in progression in agriculture careers among students in tertiary institutions in Kakamega and Bungoma counties, Kenya, from 2016 to 2021. Correlational and cross-sectional research designs were used. Stratified random sampling was used to select agriculture students; purposive sampling was used to select universities, the Kenya Universities and Colleges Central Placement Service (KUCCPS), and technical and vocational education and training (TVET) institutions. Purposive sampling was used to select key informants, while quota sampling was employed to select focus group discussions. Using a pragmatic philosophical standing point as a lens, the study applied a mixed research strategy for data collection, coupled with mixed methods for triangulation. The sampling size was determined from Yamane (1967) formulae based on the study population. A sample size of (249) secondary school students, (24) university students, and (131) TVET institution students gives a sample size of 404 from a target population of 11928 students. A pilot study was done in Vihiga County. The data was collected using document content guides, questionnaires, focus group discussions, and interview guides. Due diligence was taken into consideration while collecting and processing the data to ensure both the reliability and validity of the study. Both descriptive and inferential techniques (trend analysis) were employed to analyze the data, which was presented using frequency tables and line graphs. The total KCSE agriculture enrolment in Kenya and total agriculture enrolment in TVET were strongly and positively correlated (r = 0.889, p = 0.018)

Secondary schooling for girls is associated with much vulnerability. Sexual research is sometimes curtailed by religious and cultural taboos that consider it inappropriate. Given that girls’ education participation continues to experience setbacks that have a sexual bearing, research breaching these taboos is justified. Hence, the purpose of this study was to investigate the influence of sexual attitudes on the education participation of secondary school girls in Homa Bay County (HBC). The study adopted a Concurrent Transformative research design- majorly quantitative with an embedded qualitative bit. The study took place in Homa Bay County. The targeted population was all secondary school girls in HBC. Solvin’s formula was used to arrive at a sample size of 393.  Respondents were chosen by proportionate stratified sampling method. Additionally, one guidance/counselling teacher, one principal and one area education director from the participating schools were purposefully included in the study to provide complementary qualitative data. Data from female students was collected by means of questionnaires while interview schedules were used to collect data from the rest of the participants. The validity of the test was established through expert input and adaption of tests used in similar studies. A pilot study was conducted to ensure instrument efficiency.  Instrument reliability was confirmed by a test-retest test that returned a correlation coefficient of 0.786. The quantitative data was coded and analyzed using SPSS version 24.0. Linear regression was run between education participation and gender norms and the outcome was an equation model. Qualitative data provided evaluative references in the discussion. The relationship between the independent variables and the dependent variable was found to be statistically significant (t= 29.576, p <.001). Data evidence against the null hypothesis validated the alternative hypothesis. The study found that the sex

While agriculture is a major source of employment, it is notable that youths in developing countries are unemployed, yet the countries’ economies are dependent on it. Though there are immense prospects in the agricultural sector in Kenya, agriculture is taught in schools as an optional subject under the 8-4-4 syllabus so that it may stimulate youths’ participation in agriculture and improve productivity. In the current competency-based curriculum, agriculture is taught in upper primary and junior secondary to enhance competence through practical and experiential activities, thereby nurturing learners' potential. Despite the above facts, there is a limited selection of agriculture courses for career development among students in tertiary institutions. This is a cause for concern since Kenya requires human resources to drive the agricultural sector. The purpose of this study was to establish the existing trends in the selection of agriculture subjects among secondary students in different categories of schools. The specific objective was to establish the selection trends in agriculture subjects among students in secondary schools in Kakamega and Bungoma counties, Kenya, from 2016 to 2021. The study critically reviewed theories and literature to determine their gaps and sought to address the same, thereby making contributions both to the body of knowledge and practice. A descriptive design was employed. The sample size was determined from the Yamane tables of sample size (1967). One hundred and sixty-two (162) secondary schools were selected, out of 839 proportionately. A total of 249 secondary school students were sampled proportionately out of 7379 respondents. Key informants were selected purposefully. Both qualitative and quantitative data was collected using document content guides, questionnaires, and interview guides. Both descriptive and inferential techniques were employed to analyze the data, which was presented using frequency tables and graphs. Multiple com

Several studies in sub-Saharan Africa have looked at the impact of gender norms on the education of girls. Nevertheless, on a national level, limited studies have attempted to directly investigate the girls’ views and their experiences of these norms. Therefore, this study is intended to investigate the influence of gender norms on the education participation of secondary school girls in Homa Bay County (HBC). The study adopted a concurrent transformative research design, majorly quantitative with an embedded qualitative bit. The population of interest comprised all secondary school girls in HBC. Purposive sampling was applied to limit the sample population to the three sub-counties of Rachwonyo South, Rachwonyo East, and Ndhiwa. Solvin’s formula was used to arrive at a sample size of 393. Respondents were selected using a proportionate stratified sampling method. Additionally, one guidance/counselling teacher, one principal, and one area education director from the participating schools were purposefully included in the study to provide complementary qualitative data. Data from female students was collected by means of questionnaires. Interview schedules were used to collect data from the other participants. The validity of the test was established through expert input and the adaptation of tests used in similar studies. Instrument reliability was confirmed by a test-retest test that returned a correlation coefficient of 0.766. The quantitative data was coded and analysed using SPSS version 24.0. Linear regression was run between education participation and gender norms, and the outcome was an equation model. Qualitative data provided evaluative references in the discussion. The relationship between the independent variables and the dependent variable was found to be statistically significant (t = 1.295, p <.001). The study found that the gender norms of most secondary school girls in Homa Bay County are disposed to unquestioning submissiveness to men and over-i

With the promulgation of the Kenya Constitution in 2010, the responsibility of Early Year’s Education (EYE) was delegated to county governments. This study, therefore, sought to find out the role of school administrators in the implementation of early childhood education programs in Khwisero sub-county, Kenya. The study used contextual interaction and supervision theories. The study employed a cross-sectional survey research design. The population of this study consisted of 61 schools from the sub-county, 61 EYE teachers in charge, 61 head teachers, 67 assistant teachers, 61 parent representatives, 1 program officer, and 4 ward representatives from Khwisero Sub-County. From the results of the piloting, Cronbach reliability revealed that all constructs had a coefficient above 0.7, indicating that the instrument was reliable. Stratified random sampling was used in the selection of 10 schools, from which purposive sampling was used to select 10 head teachers, 10 teachers in charge, 1 program officer, and 4 ward representatives, while random sampling was used to select 50 assistant teachers. Instruments that were used to collect data were questionnaires and interview guides. The data was analyzed using descriptive statistics with the aid of Statistical Package for Social Science (SPSS) version 20, and the findings were presented in the form of frequency tables, bar graphs, and pie charts. From the findings, there was a moderately positive and significant correlation between the role of administrators in teacher supervision and program implementation (r =0.542, p<.05). This implies that the role of administrators enhanced program implementation among ECDE schools in schools in Khwisero Sub County in Kakamega. Therefore, it can be concluded that school administrators' role has a positive effect on the implementation of programs in these schools. Under program and instruction, the respondents noted that they concentrated on ensuring that teachers were following the laid